Collaborative peer review process as an informal interprofessional learning tool: Findings from an exploratory study

ABSTRACT

Despite numerous studies on formal interprofessional education programes, less attention has been focused on informal interprofessional learning opportunities. To provide such an opportunity, a collaborative peer review process (CPRP) was created as part of a peer-reviewed journal. Replacing the traditional peer review process wherein two or more reviewers review the manuscript separately, the CPRP brings together students from different professions to collaboratively review a manuscript. The aim of this study was to assess whether the CPRP can be used as an informal interprofessional learning tool using an exploratory qualitative approach.

Eight students from Counselling Psychology, Occupational and Physical Therapy, Nursing, and Rehabilitation Sciences were invited to participate in interprofessional focus groups. Data were analysed inductively using thematic analysis. Two key themes emerged, revealing that the CPRP created new opportunities for interprofessional learning and gave practice in negotiating feedback. The results reveal that the CPRP has the potential to be a valuable interprofessional learning tool that can also enhance reviewing and constructive feedback skills.

KEY WORDS:

• Focus groups
• Interprofessional learning
• Student journals
• Collaborative peer review

Acknowledgments

We would like to thank Dr. Louise Nasmith and the Office of the Vice-Provost Health at the University of British Columbia in supporting the Health Professional Student Journal. We would also like to acknowledge the healthcare professional students who participated in this study to improve the CPRP.

Declaration of interest

The authors report no conflicts of interest. The authors alone are responsible for the writing and content of the article.

Funding

The Elizabeth Kenny McCann Educational Scholarship at the University of British Columbia School of Nursing provided funding for the research element of this study.

Additional information

Funding

The Elizabeth Kenny McCann Educational Scholarship at the University of British Columbia School of Nursing provided funding for the research element of this study.